Obraz (122)

A discrete item is an item of language isolated from context.

Example

Examples of discrete items could be a single phoneme such as /e/, the past form -ed, a phrasal verb such as 'get up', or a conjunction such as *in addition'.

In the classroom

A discrete item approach to teaching language isolates the language and enables teachers and learners to focus on the item itself. For example, it is often useful to practise sounds as discrete items, then in words and connected speech. Discrete items often appear in testing, where there is a need to focus on knowledge of specific items.

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Global tests- ze sa one uznawane na całym swiecie i ten sam test w rożnych krajach , tak mysie

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oerfry^ance testing is testing that is performed, to determine how fast some aspect of a system performs under a particular workload. It can also serve to validate and verify other quality attributes of tne system, such as scalability, reliability and resource usage.

10. A (fistmction devełoped by Noam Chomsky beginning in his 1965 book Aspects of the Theory of

Syntax in wnich ne outlines what he believes the goals of Linguistics should be.

A quote from the book:

Linguistic theory is concerned primariiy with an ideał speaker-listener, in a completely homogeneous speech community, who know its (the speech community's) language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and ntenest, and errors (random or characteristic) in applying his knowledge of this language in actual —ance Chcmsc. 1965 o. 3)

€!■■■**    that Bnguists shoołd study onły the underlying representations of language, and

:.;*e-:~ca .    ;"g-age ~e oei e.ed that until linguists understand their own language,

--e. car-ct -nóerstand language n generał; this is why he devoted so much of his careerto the .s; r :"g s" s> ^_tax n order to i. jstrate that this is not a flawed knowledge (in native

the way that he believed naturally occurring data to be, he created a distinction between ńat spea<ers know and what they might say.

Competence is the knowledge you (subconsciously) possess about how to speak a language.

Performance is your real world linguistic output. Performance may accurately reflect competence, but it also may include speech errors due to slips of the tongue or, as Chomsky points out in the quote above, external factors such as memory problems, etc.

To understand this distinction, it is helpful to to think about a time when you've madę some sort of error in your speech. For example, iet's say you are a native speaker of English and utter the following:

We swimmed in the ocean this weekend.